KCSD Board of Education Meeting 6/4/25

001Let me guess. I need this. It is 7:05. We have returned from executive session to have our the public session of our meeting. If we could please call the role. Miss Jordan here. Mr. Spicer here. Dr. Collins here. Miss Anderson here. Mr. Ryder here. Miss Fitzgerald here. Miss Corsones here. Mr. Fitzpatrick here. Mr. Lamb here. And if we could stand for the pledge of allegiance to the flag of the United States of America and to the republic for its one nation, indivisible with liberty and justice for all. We have two actions coming out of executive sess session. The first um action that I'll be looking for a motion BOA55 medical examination directive. Be it resolved that the superintendent of schools is hereby authorized to direct employee number 6425 to a comprehensive medical examination and evaluated

002by the school physician, including psychiatric and or other examinations and evaluations as recommended by the school physician in accordance with the provisions of section 913 of education law. And be it further resolved that the board of education hereby directs that employee number 6425 submit their medical records from the last two years, if any, to the designated physician at or before such examinations or evaluations. All in favor of 55. Any opposed? The 55 is passed. Our second action is BOE58 a separation agreement. Be it resolved that the board of education upon the recommendation of the superintendent of schools approves of the terms of settlement agreement and general release between the district and employee number 4798 and authorizes the superintendent schools to sign said agreement. The settlement agreement and general release between the district and the and

003employee number 4798 shall be incorporated by reference within the minutes of this meeting. Second. All in favor of BOE 58 I. Any opposed? BOE 58 is passed. That brings us to approval of our minutes. We have minutes from the April 22nd meeting to approve first. We could have a motion. Second. Any discussion on the minutes from April 22nd? All in favor? Any oppose? Minutes from April 22nd are approved. the minutes from May 7th. Any discussion on the minutes from May 7th? All in favor? Any opposed? The minutes from May 7th are approved. That brings us to our student recognition. And I'm going to ask Dr. to come up and introduce to the board our two new student board members. Good evening. Come on up. Before I introduce our student board members, um I would just

004like to explain how excited I am about this process to have student board members and walk you through how we decided on these two amazing individuals. So, good evening. Um, I'm excited to introduce our two student representatives selected to serve on our board of education, Sophia and Benny. I'm hoping that after I speak, they will introduce themselves, let you know what clubs and activities they participate in, and any other information they want to share. But first, let me walk you through the process that we used to land on these two remarkable individuals. Starting back in February, I put the request out at our monthly faculty meeting that we were looking for recommendations for student school board members. I followed up with the same invitation in my weekly staff notes to make sure everyone got the

005request. I asked them to submit names of current juniors who would be strong advocates to serve on the board. Good listeners, observers, students who asked questions, sought out more information would be good moderators between their peers and the board. Students who are reliable, upstanding, and involved. Students who speak their mind, consider all stakeholders, and represent those who might not feel inclined to speak up. I also asked Mr. Devon Lamar, our 11th grade AP, to post something in his cohort team's page so that students could nominate themselves if they were interested. In the end, we had 19 student names. I met with each student to gauge their interest, explained the position, and answered some of their questions. Some students who were nominated were not interested in the position. Whether this be they were too heavily involved

006in other activities, it conflicted with the work schedule, or they simply did not want the responsibility. Although they were honored to be acknowledged, that left us with 13 interested students. I reached out to the students and from there we scheduled interviews during nth period. In terms of our interview committee and our questions, I worked with Miss Dear De Brford, a social studies teacher here at KHS, who also works with mock trial and the code of conduct committee. Mark Nelson, our lead social studies teacher who oversees student government. Mr. Rolando Brceno, our 12th grade assistant principal, and Miss Isabella Arconopani, who some of you might recognize or know from Mayday or scholarship night. Izzy is the 2025 class president. She's on the code of conduct committee, a PBIS ambassador, serves on peer court and mock trial,

007is part of the National Honor Society, and also a member of PHS varsity volleyball. I thought it would be great to have someone who was that involved in extracurricular life to be on our interview panel. I also didn't want Mr. Lamar to have a conflict of interest with his 11th grade students, which is why I asked Mr. Mr. Benny to be on the committee. We developed a rubric and jointly created questions for the students. Our rubric rated students on their communication skills, their understanding of the role, their leadership qualities, their problem solving abilities, their engagement with peers, their commitment and motivation, and lastly, their collaboration and teamwork capabilities. During the interview, we asked them to share three personal qualities or traits that would make them strong board members. We wanted to hear about how their

008previous leadership opportunities might influence or help serve them on the board. We asked them to be reflective and share about personal or academic challenges they overcame during their time in the high school. And we surveyed them on why it's important to have so many diverse clubs and class offerings at KHS. Lastly, we asked them about a time when they saw a problem and wanted to speak up about it that they saw something that needed help. We spoke to some really amazing students through this process. When we did our debrief and looked through the rubrics, Sophia and Benny were our clear leaders. They demonstrated professionalism, empathy, care for the community, and well-being of others and were solutions focused. In the end, it was an easy decision to recommend them both. At this time, I will step

009aside and allow them the space and place to introduce themselves. I'm excited to see and hear their contributions next year as they serve on the board as our student representative. Hello everybody. My name is Sophia Collier and I'm very honored to be here today in front of you all. It is a really great opportunity for me to be here and to be able to represent my peers and myself and my entire high school and for that I am very grateful. I am involved in a lot of clubs in the high school. I'm a um varsity crew athlete for two years. We've performed very well this season and our season is just wrapping up. I am also involved in model UN and have received many awards for it and I am a proud member of the

010Kingston High School Tiger band and very happy about that. Anyways, I would like to thank you all again for having me here today and I am looking forward to be able to be the voice of my classmates. Hello everyone. My name is Benny Jang. I'm a junior in high school of course and I see a lot of recognizable familiar faces in this crowd. I was a former equity and action committee. Can I get an applause for standing member for the district leadership team and regarding all my school activities? I'm the founder and president of Hudson tomorrow that we started this year. youth groups that are improving the water quality and aquatic ecosystems of the Hudson River. And we currently raised $2,000 from a grant. Following we I also have participated in science Olympiads winning various

011awards and I'm also very pleased to be on the board of education and very thankful to be meeting all of you. Thank you so much. Come back. Bring them back. Bring them back. Bring them back. And I just I would fast. I would like to invite the board if they have any comments or questions at this point to our student. Normally we just recognize our students, but this is a big deal. And uh we are really um so glad to have the student voice at our table. Since I'm leaving, I'm so sorry that I'm leaving now. though I don't have the opportunity but I doubt that any of us could have passed the rigorous entry that you have. I am just so impressed with the way the high school came up with this system and

012it's just really inspiring to know that so many kids were interested in doing so and I really just am so thrilled that both of you are going to participate. It's going to be a wonderful addition. Thank you. Mr. Sir, I I just want to say I think it's so cool that Denny and I are going to get to work together again all those uh all those uh evenings on the uh equity and action committee. It's really fascinating to see you again. And I I forgot your first name, please. Sophia. Sophia, what do you play? I play the French. Oh, wow. Wow. I have gone to area for it. I have got a plus and I am a very big fan of my Mr. Spicer, I'm sorry, Mr. Ryder. Uh, just want to say welcome aboard.

013Very excited. The board has been looking at doing this for a while. Um, even before kind of state law said we should. Um, so it's just been something we've been talking about. Miss Corson has been bringing it up for a long time. Really excited to have student voices. Um just know like you will have people that are very keenly interested in what you have to say and what you can share. Um so so please you know use that time well and just know that you're going to be welcomed when you come in in July or or August whatever we you know whenever you join us. So I want to thank you for your willingness to commit the time that it's going to take. Uh Mr. Wright's right. I believe student voice on this board is

014critical and I've been talking about it since I've been on got put on the board last May or June. So, I'm very excited to have you join us and looking forward to working with you. Thank you. And I just want to say I just want to say you're going to have to cut down on the extracurricular activities because what Dr. didn't tell you was six hours a week with the superintendent going over policy agendas those kind of things. So I look forward to spending that time. Dr. That brings us to our um public comment session. We do have a few people signed up. So just our protocol. Good evening everyone. We are about to enter the portion of the meeting where we welcome public comments. Although state law does not require that we hold a

015public comment period, we feel it is crucial that we hear from our community about their concerns. The board is here to listen. Your concerns and questions may be addressed at a future meeting of the board or you may be contacted by the appropriate staff member or administrator. If you have prepared a written statement and do not have the opportunity to present it, please leave it with the clerk of the board who will see that all trustees receive it. Each speaker will have three minutes and this public comment period will not exceed 30 minutes in total. It is important to note that state and federal privacy laws and collective bargaining agreements prevent us from discussing certain topics in this venue, including specific employees or students and pending grievances or negotiations. Any speaker who does not adhere

016to these posted guidelines will forfeit the remainder of their time. Thank you for your adherence to the rules and your interest in the continuous improvement of our district. Our first speaker, first up, Bonnie Dan Cle. Good evening. My name is Bonnie Van Clee. I am a teacher at Chambers Elementary School as well as the president of the Kingston Teachers Federation. So, I have two things I would like to speak about tonight. The first one is I would like to thank Suzanne Jordan publicly. I want to thank you for your unwavering dedication to the students of the Kingston City School District and to the community at large. As a teacher who has taught in every school across the district the district, you have brought a very unique perspective to the board of education. Your deep knowledge

017of education, your steadfast integrity have greatly served our school community. During your time on the board as a trustee, your sole agenda was clear to ensure that every child has a safe and welcoming environment to learn, that they are seen and heard, that we that we are providing a diverse programming and meaningful opportunities for every child to succeed. Your service has made a lasting impact, and we are grateful for all that you've done, Suzanne. So, You are amazing. Thank you. Um the other topic, the other issue I'd like to speak about tonight is I sat at home two weeks ago and I watched the board meeting and there was a lot of discussion and opposition being brought up about our new current amplified core knowledge language arts CKL program and there was a lot of

018opposition to it but I'd like to share tonight some of the things that it is and some of the things that we have already seen in the district from the pilot programs. So, you know, I've heard from teachers it has increased student engagement. Educators have heightened said that we've reported that there is heightened enthusiasm enthusiasm for their language arts. Their students are demonstrating more active participation in their reading and writing activities. CKLA is a structured instructional framework. It's organized. Comprehensive design has supported more focused instruction and classroom management. The curriculum is lined with the science of reading principles emphasizing a systematic explicit practiced and assessed instruction. It is also culturally culturally cult I'm sorry. I've been home for three months. My brain is dry. Um culturally responsive. The program content fosters cultural awareness and appreciation

019through diverse text and inclusive topics. The data shows measurable gains in literacy including reading fluency, comprehension, and vocabulary acquisition. Exposure to complex and diverse texts has cultivated students ability to analyze, infer, engage, and engage in an evidence-based reasoning. Integration of background knowledge from various subject areas has enhanced comprehension and retention. We also heard the concerns about children that may need to learn from using different modalities. Well, for our gened students, CKLA challenges all students with rigorous content, advanced text, and opportunities for analytical writing. Students are encouraged to engage in text based discussions and develop real world connections. Okay. Well, you'll hear from other teachers that are actually doing it. I wouldn't get through all of it. Jackie Nelson. Good evening. My name is Jackie Nelson and I've been a teacher in Kansas City schools for

02010 years. I currently serve as the lead teacher for second grade and I'm here tonight to express my strong support for the Amplify CKLA curriculum. In my experience, CKLA is one of the most effective tools I've ever used in my classroom. Um, the level of engagement it creates is amazing. Students are excited to learn. They ask thoughtful questions and they genuinely look forward to each lesson. It builds background knowledge in history, science, and literature, which give students the foundation they need for strong reading comprehension and critical thinking. I've never seen students make such meaningful connections across subjects. For example, when I taught the students about Martin Luther King Jr., we learned that one of the core beliefs of the civil rights movement was that all people deserve access to equality education. When my students raised

021their hand and made a connection to our learning about Confucious from four months prior, Confucious believed the same thing, that all people should be able to get an education. That kind of cross-topic thinking shows real depth of understanding and it's happening regularly in my classroom. CKLA also helps give all students access to deep vocabulary and real life content no matter their background. And for teachers, it provides a consistent structure without taking away our creativity and excitement. This year alone, we've had flannels and flapjacks day after learning about tall tales. We acted out writing for the Pony Express, and we wrote our own myths after studying Greek mythology. Today I asked my students what they thought about CKLA and if we should keep it next year. They said yes without hesitation. They told me they love

022the stories, they like acting out the lessons, and they feel like they're learning real stuff. One student asked, "How are people going to know about their past? If we don't learn about it, we'll just do it all over again." That kind of insight doesn't come from a worksheet. It comes from meaningful content that sticks with kids. I know no curriculum is perfect. Our district is large and diverse and no curriculum will meet every need all the time. But CKA has made a real difference in my classroom. It supports both students and teachers in powerful ways. I truly believe it's a gamecher and I strongly urge the board to continue supporting it. And if any board members are interested in seeing it for themselves, we do it from 11 to 12 every day in room 12

023at Chamber School. You're more than welcome to come. Thank you. [Applause] Ria Jackfield. Hello, I am Ria Cexfield and I too um am a teacher in the district. I teach at John of Kennedy Elementary School. I teach second grade this year. It's my 25th year. I have taught um kindergarten, first and second. And this program is amazing. I'm fortunate to be piloting it there. And um for sake of time, I wrote down exactly what I wanted to say. So um for students with varying background knowledge and experiences CKL CKLA knowledge content really levels the playing field for all students. All students can contribute to the lesson and show what they've learned. The content is engaging and the kids look forward to our lessons each day. I find the program to be a complete and successful

024ELA program. My kids have improved considerably in all district assessments given throughout this school year. Every student every student has shown growth in their fluency, their words read per minute, their spelling, and their I Ready reading scores. The results are similar throughout my building because we were fortunate to have one teacher pilot the program at each grade level. Um, some of this data was already shared with you by our building principal at an earlier board meeting. I'm excited to see the growth districtwide when we do fully implement this program. So, thank you and I look forward to teaching some more years. Sarah Guber. Hello, I'm Sarah Guber. I teach at Chambers Elementary School. Um, however, I'm reading a statement from Jessica Miller, who teaches grade 1 at JFK. She writes, "This year, I was thrilled

025to begin piloting the CLA curriculum. One of the aspects I love most is its crosscurricular approach. It truly levels the playing field for all students by providing rich content knowledge and academic vocabulary across subjects. CKLA fosters a shared learning experience where students of all academic and socioeconomic backgrounds engage with the same highquality material. This inclusive model empowers every student to contribute meaningfully to discussions and actively participate in their own learning journey. The topics we explore are both engaging and thoughtprovoking. Although I was initially hesitant about the rigor of the vocabulary introduced in the knowledge strand, I've been amazed by how naturally students are now using these advanced words in their everyday conversations. Just as other pilot teachers have have observed, one of the biggest shifts for me was transitioning from small group centers to a

026more whole groupoup instructional format. However, I found that CKLA thoughtfully integrates opportunities for differentiated small groupoup instruction within its daily lessons. Another strength of the program is how seamlessly the phonics instruction aligns with the decodable texts students are reading. This connection reinforces key skills and deepens understanding. We've also been able to extend our learning beyond the classroom by using our STEM lab for virtual reality experiences that directly tie into the CKLA knowledge units. For example, taking virtual tours of the pyramids or exploring outer space and the planets. Again, that was Jessica Miller from grade 1 at JFK. And um I did not prepare anything, but I would like to just add that my own daughter, my second grade daughter is in a pilot CLA room over at Edson and Tony Cook's room. And as a

027parent, I am so impressed with what she comes home with every day. The story she tells about what she's learning, the connections she makes to her own, you know, to our own world and her her um she's excited about um the things she learned. She would like to travel to Greece because Tony Cook has made that exciting um experience for her in the classroom. So, I am a strong advocate and very excited to teach it myself next year. Rita Riley. Hello members of the board. Um my name is Brena Riley. I am a parent of two children in the district and I'm here to communicate about a difficult topic. Um this is especially addressed to the policy committee of the board of education. On Friday morning the board subcommittee will be meeting we understand to

028address plans for parent engagement. Um, let us first note that meeting to discuss parent engagement at 9:30 a.m. on a weekday is provides some obvious obstacles to parent engagement. And um, so many of us care parents, caregivers, families, and taxpayers would like you to know how we would like to be engaged in decisions that are being made in our district and in our schools. I am delivering today a petition signed by over 100 people in our school district. This is just the people who are parents and taxpayers. This does not include any other stakeholders and stakeholders from many other groups have also signed this petition but I will let them speak for themselves. We are asking um we are asking for our full rights to shared decisionm which were granted to us by New York

029state education law. And it has come to our attention that we have been stripped of those rights because the administration went outside of committee process dictated by the state and sent you a shared decisionmaking plan that was not written by the committ. It was never never ratified and in fact our last meeting was adjourned prematurely. In fact, we asked specifically that this draft that we had not finished reviewing, we specifically asked that it not go to the board of education and we have found out significantly afterwards that it was submitted to you all after after all. There is in this draft that you all got language which kills shared decision making. It gives sole authority to the board of education and the administration to veto any decision. We were told on the committee that this

030language was required by New York by law and that the lawyers were requiring this language and that it could not be taken out. That is not true. It is not required by New York state law. I have with we have multiple other school districts in which that language is not present and in fact it violates the very intention of the section that is called issues subject to shared decision-making. If anything can be overridden there is no shared decision-making. We have also consulted lawyers about this and found out that yes this was inaccurate information that we got. So I'm delivering today this petition from over 100 parents and taxpayers. You can give that to me. Thank you, Miss Riley. Thank you. And this is one Andrea Lynn. this. Um, I'm going to read a statement that

031I wrote. I haven't done this before, so I'm going to have a little wavery voice. Um, my name is Andrea Lynn. I'm here to speak to you tonight as a parent of a student and a committee a community member in taxpayer in this school district who's concerned about shared decision making for this district as well. accountability for district administration staff. I share with you a personal experience involving uh district administration staff that speaks to these concerns. I wanted to be involved with shared decision-making at the district level as a parent. And so in June of 2023, I applied to be on the district leadership team for that school year 2023 24. I was not accepted by district administration to be on this DT. An email I received from staff miss states after reviewing all applicants

032to ensure that we have representation from all facets of our community. Your application was not selected for this committee. I later learned that my not being selected was actually contrary to statements made by Dr. Padalino to the press. An article in the Hudson Valley one newspaper from November 30th, 2023 states, "Patalino said that over 20 parents saw inclusion on the DT after an open call in June and that everyone who applied was accepted and invited to join the process. It also states Palino said that no one was told no one no you can't be on it." As you can you can see from my example, those statements uh by Dr. were actually false because I was not accepted. Also in December of 20 2023, I was informed by some community members that my name and

033role apparent were on a membership list of that DT and a document that I understand to have been written by district administration staff and used by the DT. I contacted district administration staff about this and was told by Miss Felichello, I believe to the DT point of order an error. Excuse me. if you could please not identify personnel, okay, by name. Um, and that I would be removed from any membership lists. The discrepancies between these statements and actions made by district administration staff about parental membership on the DT are very concerning to me and raise questions including, did district administration actually have a plan or policy for determining parental membership on the DT? If so, what was the plan or policy? How is that plan or policy decided? How is it that some district ad

034uh administration staff seem to be not following the same plan or policy? Lastly, who oversees these and other staff to monitor and evaluate if they are following a given plan or policy or not. Thank you for time. I end with saying that I think these discrepancies within district administration warrant an explanation. Thank you, ma'am. Thank you. Have a great day. Did you want to leave that with me so they can see the rest? Yes. Deborah Fitzgerald. Good evening everybody. Um, as you know, I did speak at the last board meeting and really all I wanted to say this time around, the last meeting I spoke up, you know, how how we are so proud of Mrs. Loiano and the work that she's done at GW and how we do support the CKLA program. So, I

035just want to repeat that, but I also want to repeat that I'm not sure if Hudson Valley 1's paper is here yet or not, but they did um get their information incorrect. My name is not Dborah Fitzgerald. It is Deborah Fitzgerald. And I am not a parent of Kingston City School District. I am a principal. Also, I was a teacher in this district for well 25 years now. So, I've been a teacher. I've been an assistant principal and I've been a uh princ uh assistant principal and a principal. So please, my name is Deborah, Deb Ba, and I'm not a parent. Thank you everyone. Is there anyone else who would like to address the board? Apologies, I was a little late. My name is Mariel Fiori. I'm a parent here in the district. uh also

036a community member concerned citizen. Just a clarification, we came last week with a with a letter, a petition with over 200 signatures asking for the board to reconsider what is happening with the CKL at the Montesori classrooms. This is not the conversations that we were having here. Maybe it was misinterpreted, but I want to clarify it has to do with the Montesauri classrooms. And talking about the Montesori classrooms, we have been having a lot of promises from Dr. Padalino about keeping the Montesori school and I know the doctors Elizabeth Slate was this week giving the report we would like as parents to see that report the report from Dr. slate also if you can share it with all the board members. We want to know what are her recommendations and again asking if it is

037possible to have the Montesary schools continue to do the the classrooms continue to do what they're doing in terms of the science of reading. I also read in the newspaper um in the in the daily free not sure if that was your intent Dr. Badalino but the way that it came out was something like the CKLA is mandated by the state and I don't think that's that's true. uh uh Dr. for Olivetto when there was parent academy. Okay. Uh when we had the parent academy, we learned that this is not mandated by the state. It's just what the district decided to do. Uh so CKLA might be great but not necessary for the Montori program that is already using the science of reading. And the other thing I wanted to mention last November I attended

038as a member of the public since it's an open meeting because of me open meeting law I attended the last of the meetings of the share decision making plan it was only 15 minutes long. I spoke about this last November in this in this room and the request from me and other people that attended was to rest. Let's revisit the way this is being made because having an administrator uh conduct the meeting while they are also part of the of the decision making is a lot of conflict of interest. So we are requiring that please revisit it with uh independent independent facilitation. Thank you. That concludes our public comment session. Oh, I'm sorry. I'm sorry. Thanks. Great to see everybody. Um, must you know, I'm Aaron Pice. I'm the principal at Robert Graves Elementary School.

039I have multiple teachers running the CKLA pilot. Um, I'm seeing a lot of good coming out of CKLA. Um, and I'm not here just as a principal. My son is also student Robert Grace and he's in one of the pilot programs. So I wanted to thank everybody for bringing that program in. My son has shown a lot of growth and he is having fun and learning a lot. So thank you very Okay, that leaves us moves us out of public comment and into the superintendent's report. Thank you, Miss Anderson. I'm going to go a little bit off the uh agenda because I think um responses to public comment should come directly after public comment and I'm not necessarily responding to these public comments but last week obviously we had a we had a lengthy public

040comment both before and after the board meeting not after the board but at the end of the regular um board meeting and and I did want to respond to some of the things that were said and one of them obviously many uh teachers and administrators are here talking about CLA but I also want to talk about some of the the things that were said about C CLA especially around the pilot. Um there was questions about transparency. Um you know this was a totally transparent process. All teachers who were part of the pilot um were given a peepoint pro uh presentation that they did at the first the first open house of being a school. Te parents who were not at that were sent a letter from the CK our CKLA you know our CKLA letter

041on the fact that their student was in that pilot. So people who came up and said they had no idea their student was in a pilot that we and again I attached the PowerPoint I attached the letter for all the board members to see that happened. That letter did go out. Um also on January 8th last year Dr. Ato and Dr. Cleti presented on the process of a CKLI on CQA pilot and they talked about how it was adopted and how we decided to use that pilot and it was 45 related service people literate literacy teachers classroom teachers administration and on this curriculum council and they made that decision. Um we probably did more promotion I guess for lack of a better word of this pilot than we have other pilots than we've ever done

042in Kansas City School District. Um, also was asked about the cost of CKLA as comparisons. For some reason, somehow the cost of CKLA is about $32 per student and that that cost is is partially aided by by our Bosey's uh co-ervice. So that was a question that was out there. It was this this you know enormously expensive program. It's not um also said that CKLA is rope learning which is not CKLA is not as you heard here I should have to repeat it. people who actually do it. Not it was just sitting up here but it's not only uh it's not it's not only active and grounded in the science of reading but it also teaches knowledge and skills and and it has and provides for crosscurricular and learning transfer. Um there was a there's

043there was and he said again today that George Washington school is using um science of reading. Um they're not the the Montasury curriculum that involves science of reading as um observed through going classrooms is being used in basically one classroom and not with fidelity. So the the science of reading as far as adopting a district-wide science of reading aligned curriculum CLA is what the district has decided to to implement. It's going to be done with Fidelity and it's going to be done across the district. Also there was a statement that we have mass transfers from George Washington. We've had one teacher request to transfer to George Washington for next year. One. So there's no mass transfers. Um, also I was told that I by name that I did not allocate the funding for GW. Kingston

044City School District is spending $3,000 more per student than the district at George Washington Elementary School. George Washington has 22 nonsp special education teachers assistants. That's more than twice what the next school has, which is JFK, which has eight. We have one per 16 um support staff to student ratio at George Washington at JFK. We have one per 39. The Montasaori instructional coach hired cost the district more than $120,000 a year. No other elementary school in the district has a specific curriculum coach. We have a Montasuri consultant who's expensive more than $36,000 a year to come in and help us with and actually her name was mentioned in public comment to come in and help us look at our Montasuri program. We also hired a Montasauri leadership consultant for our for our building leader. The

045teacher training for Montasauri, which has been something we've talked about for two years, cost approximately $10,000 per teacher that is using it. But that's not the only expense. The expense also goes to contractual payment for credits. So that's way too deep to get into, but it's approximately $3,000 a year per teacher increase in their salary. That is exponential. Okay, it's in their salary. So teacher contract increases 2%. No, I know we're not going to negotiate 2%. Then that goes up 2% every year for the rest of that teacher's career. So the expenses are there. We did allocate the funding. We have allocated funding. We made the promises. We've done that. As far as academic performance, some people who came came up and said that George Washington was performing better than every other school in the

046district. That's not accurate. George Washington is a TSI school based on his performance for our L's, our black students, and our econom economically disadvantaged students. George Washington is the only district only school in our district that's identified for unperforming performance for our English language learners. 17 years of data which I presented to the board showed little or no change in the performance in disease GW compared to the ele other elementary schools. In fact, George Washington had better scores prior to the Montasuri location and at that time they had more than 400 students and a much higher economically disadvantaged population. The economically disadvantaged population in 2017 for GW was 79%. Today it's 53. There was talk about a multi- use of this multi-grade classrooms and why what is the issue with multi classes? The issues with

047multi grade classrooms are many just a few children's house. We have three, four and 5year-olds all in one room. It's very problematic. Many of our teachers are spending more time taking care of needs of students who are three and four years old rather than instructing our students which is a detriment to the students who aren't three and four years old. Toileting three and four year olds removes instructional supports of our classroom and even the nice nice education department recommends minimally for us after a review of our program removing the three-year-olds from children's house and separating UPK in kindergarten. There's also suggestion of a two-track school. Two track school just breeds inequity. Just breeds inequity. It's an informal form of segregation. Who would be in one track and who would be another? Who would make those

048choices? And it also more importantly would not change the challenges that we already faced with with including collective bargaining, state mandates, accountability, and identification. The districts invested a great deal of resources in monatory program at GW financial and human. Despite these investments and the fact the number of economically disadvantaged students have declined significantly over the last few years, student achievement has not improved. This is especially evident for our English language learners, black students, and our economically dispatched students. These investments are disproportionate and inequitable with our other elementary schools in the district. And the concept of space equity is still not something we have ever really discussed. In 2011, George Washington had almost 450 students in that building. Today, they have 304. That's inclusive of the 76 special permission students into the building. Identifying, we've discussed

049overcrowding in our buildings, but identifying a way to deal with that while having one building with one philosophy is impossible. So, we can cut the data a thousand different ways, but the facts are the facts. We've invested the money. We're not getting the return on the investment. I'm open for questions. Questions from the board for Dr. Pedalino. Is it I I I think another part of that is that the Montasur the availability of Montasuri trained folks and who want to get trained is problematic. It's very finite amount of people statewide, right? Sorry. And speak up, please. Sorry. So, my my point was that I the resources for Montas are are relatively finite. Um, and I think other schools that are trying to implement this across the country are trying to pull from the same types

050of schools that are very not there's not a lot from I maybe I'm maybe I'm incorrect in that. I don't know true because I just want to make sure that you know people understand that it's trying to persuade someone come here even with a lot of money for to maybe go for montory training and then to leave our district. I mean, there's a lot of moving parts there. Um, and every time I think about this, I just think about the finite amount of resource, not that we're spending, but that's actually available to us. And as we've said for years, one of the great one of the greatest challenges is Montasury training for our teachers. Number one, I can't force it. We we've incentivized it and That's part of what I talked about about the expenses.

051We've incentivized it, but we can't enforce it. We also can't violate the tenure law as far as seniority. So, next year we have a budget like we have this year and I have to cut 10 teachers. There's a good chance some of them will come from GW. Some of them will be teachers that we've invested this money in to train for to train in that way. And this has happened throughout the last 17 years. You know, this has happened over and over again. So, there's a challenge there. Now, if we were working together and talking about how to overcome that challenge, that'd be one thing, but it's not. It's a demand that we do this in spite of the fact that we really can't. So, those are the challenges. And again, there are not many

052public schools in New York City. There's a reason and that's it. That's one. Mrs. Um I have a very long history with the Montasauri program. I was trained in Montasauri many years ago. Um I worked at GW prior to Montasauri coming there. So I have a very strong attachment to GW and the community and um my biggest regret is that it has created a chasm for many years and um I am a big believer in equity. I am a big believer in opportunity, equitable opportunity. I think that when it was decided to do it in the way it was done, I had problems with it at that time because I didn't think it was equitable for the children who should have been targeted and I had suggested a preschool a children's house at Finn that

053could serve all the title one buildings, but that was denied and instead a thriving community at GW where kids always made progress um was destroyed and um unfortunately the fallout has been year after year and it's resulted I think in a frustration and um a kind of polarization which is not healthy for our students and so for me you know I know adults can behave in many different ways but I don't really care about that. I care about the students and their growth. And what I'm seeing in the voluminous data that we have is that we are not being responsible to our students and I it's not a popularity contest. It's not about right or wrong. I think it certainly benefits to Montasauri and I think that the people who have been trained are going

054to use those skills that they have and their perspective and they can use it in many ways. My concern, however, is that we can't further divide the community. If the board supports the efforts to disist the Montasauri program, then I think it's up to the community to recognize that we are doing that because we want our children to thrive, all of our children to thrive, and that's the directive to us. So, I'm very very concerned that it has become such a polarized thing and I don't think that that really is the issue I'm looking at, but that is the thing I'm most horrified by. Um, and the the end of the end thing that I would like to say as demonstrated by the wonderful teachers who were here tonight speaking on behalf of a new

055program that they have such high hopes for is that it's the person in front of the room. And kids who are going to be flyers will fly despite us. And the kids who need us need a program that's going to serve everybody in the best way possible. and I compliment the [Applause] people Mr. Ryder and then Mr. Lamb. So my biggest my biggest concern and then with this program is the students who own school is George Washington that do not have the opportunity because they don't have the privilege of transportation to opt out and go somewhere else. So, you brought up a bunch of data. I know things have gotten heated. What I haven't seen or heard are recommendations to the board and and maybe we're not there yet, but um I I would like

056to understand what the options are. I don't think the options are status quo and assist, you know, stop the program. I don't think those are the only two options, right? Um, it may be, but I I haven't seen anything put together that says this is the pathway forward for the Kingston City School District. So, is that forthcoming or I I think that the curriculum is the board's value. We make recommendations as you said, Ryan, I think what we are looking at as far we've done reports every year. We've done reports for teaching and learning. We've brought in consultants. We've paid consultants. We continue to pay consultants. we get the same results back year after year after year of what what what the recommendations are, what the um the test scores are, what the achievement is.

057Even with a um changing demographic, we're still looking at the same achievement levels. Even with the increased allocations of funding, we're still seeing the same achievement levels. the idea and and in some ways it it is true that CLA has brought this to a head as we look at what's best for our students as we look to make sure that all our students can read um and saying but not in this school not in this program and by using that you will destroy this program that is you know so CKA did bring this to a head you know what the you know the the options as far as you know their There aren't many. There aren't many. Um, you know, one side, which is what we've been trying to do, not only the last four

058or five years, but over the last 17, is continue to invest, continue to train, continue to push forward, continue to try to make this work. As I've already said, we're not seeing those results at the expense of six other elementary schools in the Kansas City School District. As we look at schools with higher poverty levels, schools with with higher numbers even higher numbers from ELLL students, black students, uh our students who come from uh you know site students, all our students. So we're really using and and I talked about the the space equity. So we're looking at Edson with 415 students in there, students being taught under the under the stairwell for reading while we have multiple full classrooms open at George Washington Elementary School. And the choice this is not about philosophy. This is

059not about things getting heated. This is not about Montasauri or even the past. This is about what's best for every elementary student, every student in the Kingston City School District um to create an equitable situation where we're delivering the education that we think will get our students where they need to go. We have not seen the amount of story can help us do that. But I guess that I I don't know they could adjust. So are you saying that by putting toward the CPI a program or ending monastery program? No, I'm saying that was that was kind of a that was kind of a catalyst that this conversation. But my question is like is there a forthcoming plan? It's a very simple plan. I mean it could be a very simple plan. I mean the

060the the school is that I mean moving from a not the story based program the way we have it now with multi-grade levels to the same structure we have in all of our elementary schools you know Dr. Fel can do that tomorrow but then so but you're talking about I know you said 74 in your data opt in 76 76 that won't be opting in correct they'll be returning to their so but I guess the question Um so moving forward if if we're moving forward with the CKL CKLA program we are essentially ending the monatory program and I wouldn't say I wouldn't say moving forward with CLA program is ending the Monatory program saying having the conversation regarding CLA brought this conversation to a head with the the I thought that the resistance that CLA's

061in some way is anti- Montasauri um with this belief that in some way the Montasauri reading program is delivering the science of reading in the classroom which it is not. So one thing brought brought many things to a head. So if we implement the CLK program next year, CLKA, sorry it's if we implement that next year, are we going to try to implement it in monatory programs and go forward or this is what I'm getting. I'm not hearing here's here's what I'm getting at. What I'm getting at is what I'm trying to illustrate for and again I I'll say it. We talk about it every year. We brought in consultants. We have graphs. We have charts. go back for more information. The facts are the facts. If we are going to implement CKLA, which we

062are going to implement CLA, and the idea is are we still as an administration and a board okay with the idea that we're disproportionately investing in the Montasauri philosophy at the expense of the other students in the Kingland City School District? That's a choice to make. Why don't we go to Mr. I am our other elementary buildings are seeing growth through best practices. And I'm sorry that if CKLA is the catalyst, best practices are what are in the best interest of our students and our staff and we should be doing what's in the best interest of students. I I don't care what you want to call the program, but every time I hear a teacher stand up for a parent talk to me about the experiences their children are now having in that program in

063in the CKLA, I have no doubt where I would want my child to be. And that's I I vote for things that I think are what were in the best interest of my child when they were in school. And that's what I will do. I mean, I think We cannot keep dumping bad money after bad. We need to be responsible to the rest of the district and the rest of the children. Mrs. Cor um like Mrs. I have been involved with this from its onset very honestly during the 2007 2008 school year. I was the person who approached at the request of the then superintendent Senator Will William Larkin who was then chair of the New York Senate Education Committee to see if he would be willing to sponsor a special member item because the

064cost at that time just to do an initial implementation was over a million dollars and that was not something we could afford. Um, I put together the proposal working with the superintendent and the then pre principal who moved over to George Washington who was the Montasauri expert and it became um special legislative project 8 uh 08069001 and we received our first year of funding which was they agreed to do $350,000 Senator Larkin did over a three-year period. The second year, Senator Larkin was no longer chair of the Senate Finance Committee, and the committee chose not to continue that funding. However, at that time, our local assemblymen stepped in with a $100,000 special member item to help defer the cost. The reason George Washington was selected because at that time it was the second highest poverty

065level in this district with children with need and it was one of two magnet L schools for our um L population. And it was represented and what we represented in our application is through this pilot that we would be able to increase the academic performance of our most challenged learners since that time and looking at um the data that we have it is clear that unfortunately after there was a lot of money spent additionally after that as you know I wasn't at the district at that time, but we've continued to fund this and still we see a discrepancy with how our students perform, particularly our subgroup, most challenged students relative to the rest of the district. Um, there is no one who would wish that this program had worked more than me for our students.

066But like Mrs. to work and I do and all of you here. I believe we are committed to providing the best possible programs for all students in this district and we are doing a disservice to that statement and that commitment. What kind of funding are we getting now from um I don't work or work in the district. It's really it's directed at as far as outside outside funding. That's very That's a very interesting piece of information that I don't think most of us realized. Any other questions or comments regarding Monasuri? The conversation obviously will continue um probably sooner rather than later. So what's the next step? Are you coming to us at a board meeting in June in two weeks for decision or is it not a decision of the board? Is that what you're

067saying? So then what is the board? all I'm trying to lay out and again like I I think historically it was probably I wasn't there but it was a bad decision but um in two weeks are you coming to us with something? Is this a conversation that's going to go through the summer? No, I don't I don't think this conversation going on through the summer will be productive. I know obviously we need the summer to do what we need to do. Um you know there's not a lot of there's not a lot of as I just said there's not a lot of planning that really needs to happen. We have six elementary schools. We know how to set up elementary schools. We've already, you know, Dr. Dr. F set this up tomorrow. Um, as far

068as as far as how we would make the changes around creating, you know, a a school at GW that would be like our other six elementary schools. It's there's not I mean, that is a plan. Sorry for that. Um, no I'm not asking. That's that again that is up to the board. My job is to bring you the information and make my recommendation which I believe I have and your job is to decide on it. So is your recommendation that we end monastery? My recommend my recommendation is that we have to find a way to make sure that we are being equitable across the district that all students are getting access to the same opportunities and There is not a way in the current situation that we can do that with myself. I guess the

069only other thing I wanted to add to is as you know and I'll give my legislative action report. I'm very concerned about equity of funding particularly given the challenges that we all know we're going to face. um as a small city school district, we saw it hit us in this uh state this round of New York State budget with foundation aid. And as we go forward, we're going to be facing even greater challenges. So the question we have to say is where are we are we going to support resources that are not in the best interest of all of our students and that have demonstrated that it's helping our students move forward? That's my other concern with this. And I think a really important piece that is that I I think about what Miss Anderson

070just said when she asked about outside resources. I think it I think it's something that has not been spoken and has not been talked about is that disproportionate spending. $2,000 more per student is spent at at George Washington than our other elementary schools than our district on average. I mean these are these are expenditures that go above and beyond. So, I think if I was talking to, you know, Miss Jameson at JFK, she would love to have $2,000 more per student. Um, you know, I didn't even see you there. So, so really I mean and as a as parents in those buildings, yes, we have yes, many parents from George Washington stand not many from Edson or Chambers or Crosby or or JFK, but if parents the things we haven't talked about that we're talking

071about now, those parents will be here at that mic next week because they want to know why their students are getting the opportunity, the funding, and the resources that we are getting. I'm sorry. Even though the results are either better or at very least the same. I think Mr. Spicer and then Dr. Collins and then Mr. Ryder. And then Mr. All of my fellow board members know that I'm a former teacher and also a former school principal. And when principles sit the tables of superintendent, it comes down to brass tax. Funds funds, time, and resources and talent are all finite. They're not they're not infinite. And it it comes down for principles when when these decisions are made as to how best and and how best and most successfully to use all of these. I'm

072going to you had the BRA the brass tax of what Dr. Palino has to present to the board and I've also um teachers know at odds with principles programs that they want uh to use. I've also been at odds with my teachers for programs and parents for programs that I wanted to do or they wanted to do that I didn't want to do uh that that they wanted uh to do. But but it all comes down to after after you look at the funds, the time, the resources, and the talents, what works best for children. And that's and and that's where I've always landed my decisions. And after we hear the specific data from Dr. Calino, that's where I'll be leading my decision to as well. Dr. Collins, I just want to speak first to

073the question that Mr. writer which alludes to sort of next steps forward because for years we've been hearing reports in TNL comparing test scores across schools and um trying to and in the last two years in particular tried very hard as we've introduced new curriculum particularly with respect to science of reading but also to increase our math scores of ways to crosswalk the Montasuri curriculum or monitor philosophy and pedagogy with these curriculum and that is a a piece of this that is um I think would be were we to continue with Monasuri the immediate next step is that the resources again these finite resources would be directed toward creating more pro this is why this is the moment we're having this conversation is that we cannot it is inconsistent with two and a half hour

074working blocks it is inconsistent with some of what the monastery community has asked of the teachers and the And so it's not I think because the district believes so strongly in CLA and it's inconsistent unless we dump a whole lot of resources toward trying to find a way to crosswalk. Um which we continually doing as we worked with I worked with these others. Um it's going it is a moment where I think we have to decide whether those resources are going to continue to go toward that school. I think one of the challenges as I Again, I wasn't here when it started, but it doesn't sound as though it was set up to be a sustainable system. It doesn't sound like um it was meant to be equitable in the long term because there is

075no way to continually fund the monitor training and there is no way to continually um add additional resources while keeping the per student amount of money we're spending across schools. I just don't it's very to see how that math is going to work out. So, I I am concerned about that equitability, particularly in the face of the budget year that we've just had and knowing that we're making difficult choices right now. And this is really hard. I I feel like I've heard a lot from the um GW community we all have and that there are parents who are incredibly passionate about having monas opportunities for their children. Um, and it's not to in any way denigrate or that philosophy or that pedagogy to actually just say that looking at the data that we just received,

076it's really difficult to make an argument for any the monastery having been affected effective at any point since its introduction. So this is one of the narratives I think we've heard a bit from over time is that um only in the last few years has the monatory program not been offered with fidelity and that is why we aren't seeing some of the test scores improve um as a consequence of monatory but the reality is it appears from data that we're looking at that is um addressing you know performance index data which includes all students in the schools um that that monastery doesn't appear to have ever made a positive impact on the academic growth of students if I'm reading these data correctly and that is my biggest concern right now um particularly since the population

077of that school is changing such that we have more higher income students in there so they are weighing heavily into these scores and we're still not seeing those scores go up disproportionate to other schools in our district, which means that the the lower end might be dropping further in order to keep that mean the same. Um, so I am incredibly concerned about us moving forward with continuing to put money in this program and very hard for me to say that um because I know how invested people have been including this district because we have spent a lot of time and effort trying to think of ways to make Monasuri effective and work really well in a public setting. And there are some parts of it that are really challenging. I think a really other important

078piece just to add what Dr. was saying that you know the challenges when we talk about the crosswalking and doing those kind of things the challenges not only with the crosswalk but the challenges are also around our requirements our mandates for our English language learners and you saw last week when um Bianca was here with her with her ENL teacher showing what they have to do every week to make that happen for those students and the question was are they being pulled out what's going on they need push so being in a box of the the you know two and a half hours uninterrupted uh instruction at the D at um at the sorry those kind of things being stuck in that box gives us no flexibility to take care of which is really you

079know are some of our most needy students as far as need for that extra help like so again that that that presentation last week showed us what the the kind of handcuffs that are around us trying to implement Monsuri in the school building that is predominantly you predominantly, you know, Hispanic students and has a significant I think our our highest number of L's in the district. Um, so trying to trying to put all those things together and create crosswalks for reading and create crosswalks for math and create crosswalks for our science and social studies. I mean, it's just there's are those are significant um challenges. Um, but that's a and again that's our population. Those are not special permissions. Those are not special permissions, Mr. Fitzpatrick. Um, so I to $2,000 more per student. You

080can simply look at the number of teacher assistants when there teacher assistance per student to and that that alone adds significant number to that. All right, Mr. Lamb, then Mr. Ryder, then Dr. Collins. All right. So if this is a decision the board has to make, do we need to make a motion to be my question to move forward to set because we we need to know where that building is going in September and we need to know before the end of June as far as I'm concerned. So can I just add on to that question? Is is it beneficial for you to hear something tonight as opposed to two weeks from now? Is there things I mean I heard you say that it could happen tomorrow but are is that two weeks necessary to

081ensure a smooth transition? It is it would be beneficial. Okay. And I before you make a motion though I I I just agree with what you're saying where you're moving. I think for one uh reason it's important is to help families uh figure out and transition. And I would hope that part of the motion attends to some kind of um soft landing, you know, some some attention to the students who are there who are not in their home school and what accommodations can be made to make sure that all of our students and their families feel comfortable with the transition. So that's the only reason I interjected that. Dr. Cobalt and then Mr. Ry. Um I just was wondering if we could clarify something about the the cost per student um around so the coaches

082that we're bringing in and the additional time spent in workshops across our curriculum instead of in the other things because by doing those they're missing out on other insures I'm assuming. Um but I was just saying are those costs folded into that or are those additional costs? Those are additional costs. The curriculum coach is folded in. The teacher assistance is they are folded in but the other cost I talked about the Montasauri um training for teachers the the the contractual the contractual increases the Montasauri consultant those are not. So none of that's actually included. None of those are so if we added that in that number grows opposite. Once the motion is made and seconded, then there's discussion again, isn't there? Yes. Okay, Mr. Ryder. So, I would like to make a motion that we

083follow the superintendent point of order is the in the middle of the superintendent at the time. Make a motion anytime during a meeting. I make a motion that we follow superintendent's recommendation and direct the superintendent administration to take the necessary steps to cease the monastery program at George Washington following the 2024 2025 second additional discussion Mr. Mr. Spicer, I um as as I said earlier, it it's it's it's hugely important uh that we provide our resources equitably across the district. Uh and as Dr. Pelino explained, there is increased expenses with the month program. Yet our L's and black students and economically disadvantaged in this program are the lowest performers in the whole district. That's not equity across the district. That That's not equity. And that's what I have to say, Mr. Fitzpatrick. Uh I think

084it would have been really helpful if we acted on um the discretion and the amount of costs. Um you know, a lot a lot sooner than afterwards. any other Dr. Collins I just wanted to respond to Mr. And I just want to I think that um my experience since I've been on the board is that the despite what you may hear the district has actually been in good faith trying to implement a program that community members had advocated for and wanted at some point in time. So I think that that that is probably why it's taken some time. Um and the excruciating budget situation that this year made us think a lot about um how money is being the district. So, I just wanted to speak I don't I don't want to speak on impact,

085but it seems to me that those are relevant. I just want to say this is not something that I think any of us are taking lightly. I appreciate you saying that because this is not easy, not an easy conversation, not an easy decision. But we do have a motion and we have a second. Um any other discussion? I think we should call the vote. Mr. Spicer, yes or no to dismantle as per Mr. Ryder's motions? Yes, Mr. Ryder. Yes. Mrs. Jordan, yes. Mr. Lamb, yes. Mr. Fitzpatrick, no. Miss Fitzgerald, yes. Miss Coromes, yes. Dr. Collins, Miss Anderson, yes. The vote is 8 to1 in favor. That brings us to our second district report. Our second district report is our architects and construction management team. Q and BBL on our capital project. Thank you for being

086patient. I just Check it. I'm Arboni, a partner at KSQ Design. I'm joined by Ellen Abraham, associate and senior project manager with KSU, and also with Jeff Andrews, the director from BBL, our construction manager. Um, we're invited tonight to share with the board and the community an update on all four phases of the 2023 bond. There is a fifth phase that I'll report to you about in the fall. Uh, we have projects or first phase under construction. We have projects that are being permitted, being designed, and getting ready to go out on the street. So, we're really focused on how we catalog our mascots, logos at each of the elementary schools. We really found that work was successful at Edson in terms of the interior painting. And so, these are one of all of our

087designers desks and we thought we'd just share them with you. Phases phases one and two focus on Bailey and Edson. Phase 2 A is dedicated to the preparation of the kitchen at Bailey. Phase three Crosby which is really just a boiler project and then Chambers and George Washington and then phase four is Meer Graves and JK. Um so we wanted to just tick through for the first four phases including phase 2 a um the the overall project schedule. So phase one which construction has started and Jeff's going to share some of that detail with you on the next slide um focuses on window replacements and typically window wall at the middle school and at the Edson elementary school. Um also uh air conditioning at all the classrooms in those schools. We also added in the

088office renovation at Edson which is the downstairs piece. Phase two um is is continuing at Edson. um the rest of the mechanical electrical plumbing upgrades, the air conditioning um of the school and then also other agreements that I'll share with you on consecutive slides. Um we're adding a number of parking spaces on the Edson family campus to help alleviate congestion and get the cars off the roads and the driveways. Uh phase 2 A is um again is the is a separate dedicated phase for the kitchen at Bailey. This is the commissary that serves and pushes out meals to all of our schools in the district except for the high school. DHS produces its own lunches and so on and breakfast. Um, but so phase 2 a will be dedicated for the for the kitchen. Um,

089so just just before we leave this slide, um, the phase one window replacements um are underway. The construction is underway and that'll run heavy this summer and next summer and then off hours during the school year. So that work will finish up at the end of the summer of 26. Um phase two will start in the summer late spring of 26 and that will go another school year into August of 27. And then phase two of the kitchen at Bailey is tagged to start it construction effort in the summer of 27. We'll be working with Dr. to identify a temporary kitchen to serve as the swing space while Bailey's being um phase three at Chambers and um it is is if you recall it doubles with phase two. So both phases two and three will

090run consecutively for construction spring of 26 through summer of 27. That's our makeup year because we were not able to get our first phase underway last summer. And then uh phase four which was is currently being designed and JFK it construction start will be in the summer of 27. It will also go the whole calendar year. Jeff's going to talk a little bit about the construction the pre-construction work under. Yeah. So, as Arman said, we are underway in construction, but you know, in the aspects of the school system, we can't just get in there and start tearing things apart, moving things during the school year. Uh we are trying to be very strategic at the times we can get in what we can do. Uh we are in the process of going through submitts, getting

091those taken care of. It's basically the package is the proof that the contractors are going to build for the document show. They're going to install what the documents require. Uh we did have a chance break a couple of things that are up there on the screen. We were able to get in, take advantage of some of that time to do some early abatement, removing some of the asbestous line joint piping. Uh we're able to get in and get a bunch of ceilings down because within the scope of this project, we have a lot of work to do. With school projects, you have limited time. So, we were able to get in get some of that taken care of early to allow us to catapult into the summer and jump right into the work. a lot

092of move on. I know that my portion right now is small couple more slides. So, moving out to phase two, which again, this work is scheduled to be in construction next summer. This is at the Edson Elementary School. Um, security improvements, renovation of the main administrative suite, um, and then finishing up some of the exterior work as well as the air conditioning throughout the school. at B lower right just super excited to reinvent the theater there similar to the work that we did at Miller and the 2018 secure vestibu so rehab of the nurses area and then upgrades the admin so on I mean you can see we work so closely with each of our school principles on all the projects their thumbrint or their footprint is you know definitely prevalent in the design and

093in the architectural language of the interior so turn over to Ellen uh and in a moment just to talk about phases three and four. The phase 2A at Bailey I just wanted to it's a relatively small line item in the bond but it's a big project for the school district and we purposfully moved it out on its own so that we can we can focus on it have the contractors come and really pull it apart and get the work done. We hope in a sixmonth process and again um this is uh needs to be done thoughtfully because it's our single kitchen that serves all of the the schools in the district high school. Um we'll come back in the fall I think with some more detail about the swing space to get your input on

094that and these are some of the sort of secondary elements that we're working on. Hi everyone. So again, phase three includes Chambers, GW, um, and, um, Crosby. And I'll just highlight some of the scope that we are attempting in this phase. At Crosby, boiler replacement and the interior renovation at Crosby will occur actually in phase five. In Chambers, we are improving the parking spaces um ADA compliance sidewalks actually at both schools and the interior at Chambers and George Washington both will include a new secure vestibial um administrative suite renovation. Um the plumbing fixtures with the toilets and um the laboratories will be replaced. Um, at George Washington in particular, we are including a new elevator space so we could connect all the levels and increase the AD accessibility at that school. The auditorium um being

095used by the students and the community is getting a renovation and we're excited to show that to you. And the gym at both at Chambers and W will get a nice uplift. Um, and at both schools we are increasing the ventilation in the classrooms and at some of the spaces there. So, just to quickly show you some of the design pallets at Chambers in George Washington, um the preliminary design of the elevator and then at the gym, some of the improvements that we're doing with not only the wall padding, but the wall treatment as well. So, just bringing in some of the colors, the texture, and also using the logo as inspiration. And again, um, both principles were really, um, with us in this process and have seen all of these designs. So, we're excited

096to bring this to life once we get into construction. Moving on to phase four. Really excited about phase four. Um, taking all the lessons learned um, in phase one into phase four. So, we will be renovating JFK, Meyer, and Graves. We've concluded our um, first meetings with all three principles. We had great sessions. Um right now we have some follow-up sessions. So again, we're going to meet on the nurses suite or if there are some um more detail for us in the secure festival, we'll meet again with the principles as we design um the documents. We've just completed schematic design which is um think of it as renderings and initial concepts and we've submitted that to BBL for initial pricing. So, I will quickly go through uh the scope for each of these schools. I

097know it's late, so I will do this in under three minutes. Meer um has quite a bit of site work. In particular, we will be replacing the sewer um the sewer system here. Um upgrading the ADA compliance at all the sidewalks and there is a um evacuation site to the rear of the school and we will be um repaving that pathway down the sloped I could show right here down the the slope into this area. um as part of the base for the bond, the playground, the the circle, the turning circle, and the parking was included. Um but there has been some improvements uh since our sidewalk, which is great. So, really quickly, uh this school has two wings, a 1959 wing and um a much older wing. I think it's 1939. And so in

098the 1959 wing, the top right of the page, we will be replacing some windows. Um, again increasing the air conditioning at the gym, uh, the restrooms, uh, new lavatories, uh, new, uh, toilets. Um, in the 1939 wing, which is this area, um, because the wood because the beams beneath the floors are wood and parts of it do have termite damage and right now we are evaluating the extent of the damage there. So, we're calling for replacement of uh wood floor beams and then the floor finishes. Um the yellow boxes that you see are actually toilet rooms that will be expanding uh to provide ADA accessibility at all those classrooms. And then again, uh, some of the texture and palette that we're bringing into the painting plan and the renovation of the the walls, floors, and

099the ceilings, and some early renderings of our treatment at the admin suite. Um, our design concept for the entry to the secure vestibule. Uh, this phase we want to play with, um, color in the concrete and some texture. And so here we'll be um developing that as we go to not only um emphasize way finding but also just to bring in some play. So Graves again another site where we will be um having extensive site uh treatments in particular the bus and parent uh drop off uh sequencing here. Um there is some drainage issues to just the rear of the school. We'll be addressing and also some sink holes that we need to evaluate actually next week. Uh relocation of the playground around here and then the sidewalk entry um underneath the canopy which I'll

100show you in a second. So again um the sidewalk and canopy will be replaced in this phase. um renovation of the admin suite and also the nurses suite. And in our walkth through um we did notice that um there is quite a bit of ceiling deterioration that was not part of the base scope that we're actually evaluating um the cost of it right right now. And then this um at Graves as well. So replacement of all the toilets and lavatories. Um so really quickly the kitchen here as well um the drainage is a we'll be looking at that the restrooms and at both um graves and at JFK adding a new um at the stages. So again, the design palette, the painting plants, some of the textures that we will be attempting here. And then

101for the entry sequence, we again want to bring in some more play and texture to phase 4. And so we're looking at color, concrete, textured concrete um with this sequence um some highlighted color um with the canopy and some texture underneath. And we're pricing uh this option as well. um initial design for the admin suite entry and the nurses suite. And lastly, JFK um a much smaller scope here, but particularly in the gym again giving it a facelift, so new wall padding and maybe some logo intrusion at the cafe. Removal of all the ceiling fans and adding some AC. Um all the lavatories and toilets will be um placed as well. Um, new administrative suite and secure vest and then uh some work in the kitchen as well as the doors. The doors right now

102most of them are not ADA compliant and so we'll be replacing a lot of the hardware here. So again the design pallets and textures initial rendering of the admin suite. Thank you. I just mentioned so there is a phase five Crosby and Miller. Um we'll be back in the fall to start drawing that after phase four makes it way up to the state. Um any questions that you can answer or Mr. Lamb actually just two very quick things. When did you say the windows will be done at B? Is that we didn't wait what we didn't say. Oh, when when will the windows be done? That's been an issue forever. Right now, the plan is we're broken the area roughly into half. So, we're looking accomplish about half of the windows this summer and about

103half of the windows next. All right. And the other one is GW 16 more parking spaces which really is not enough. But however, are we losing more grass? We just put grass in over because that that building is concrete and and pavement around it and it it just I don't want to lose more grass. The kids don't have enough room to play. We aren't losing more. Okay. Where is it going? It's at the edge. Okay. Cool. You said we weren't losing grass. We're having a new walkway from the vest connecting the sidewalk entries. Let me just just mention to earlier comment um the window wall projects are complicated and significant. They're not punched windows where you you remove the window from the brick and crack it and put a new window. This is like JFK.

104The window wall is the facade of the building. So, we just need a little more time to break it up and we want to do the heavy work when the students are there. That's right. I just want to make sure it was like the first I just wondered about the costs in this turbulent time. Is there certainty because we've already negotiated them or is there uncertainty because everything's crazy? So there's a mix between what we've contracted. So we've contracted for the stage one that certain cost for what we have wise as we go forward with phase two, three, four and five. There is uncertainty that exists in the market would always exist. Okay. Can you just comment on our status with SUV and and in terms of getting feedback or approval or I'm not sure

105everyone understands how that process works. So there's been a dramatic change in the time frame that it's taking the SED to process permits. Um and phase one was at the tail end of the previous efforts which took almost a year to get that permit and that's why we weren't able to build last year. We're seeing permits um in four months now. Um we're also um not uh not always chasing party review. So they brought third party review back which I think helped ease some of the burden on the permit processing that the state was doing itself. So that that's also been helpful to some of the the pressure. Okay. More hands on deck. Any other questions, comments for KSQ? Thank you very much for the for the update. Thank you. That brings us to um

106board of education committee reports beginning with audit and finance. Mr. Ryder, we met on May 27th. Um, we started off by going over the extracurricular uh activities fund. We approved an updated uh club charter for the diversity club at Bailey Middle School. Um, we were informed that Miss Lo Biano, the account clerk for KHS, who's been maintaining the club finances, will be retiring at the end of this school year. Um, and the business office and herself are procedures for a smooth transition, but it's going to be our monthly duties of reviewing treasures claim audit reports and fund reports. Uh we discussed the 2324 reserve plan. Business office will send the reserve plan to committee uh for approval in June. um which is why we're meeting June 17th uh which is not our regular meeting date

107so that it can go to you all by June 18th. Um so we'll review it at the June 17th meeting and send it for approval on June external auditors updates. So the auditors will be working in the building uh that was last week to do research start process. They'll be back in August internal audit. We're looking at topics for the 25 and 26 internal audit. We ask the business office and administrative members of the committee to come back to us next month. I thanked the committee uh community members Ron Higgins and Scott Denny who had participated on the committee for the last two years. Um laid out a path for the committee to send out a solicitation for new committee members in the 2526 uh school year. Last year we just carried over our committee

108members, community members because it was kind of a fabricated shortened term the first year. Um And so I think it's time that we committee look at soliciting new membership not the other two. Uh and then we scheduled the July meeting for the 22nd but decided that the new committee should make the decision on the calendar after that. Miss Carbon told the committee about some shifts in federal grants with the new administration. So, two grants that we were applying for had changes that required any of the recipients to go um to follow all executive orders um including things like no equipment purchased in China and a lot of the equipment we were going to buy was IT equipment. and that we would share student data information. So, sounds like we're not likely to apply to that.

109Any questions for Mr. Ryder? Thank you. The facilities committee uh report is going to be really short because KSU did all my work. Um that was the bulk of the meeting, but we did meet on May 27th. I'm not going to repeat what they presented. Um we had an update on our other major projects that were going going on this year. The energy performance work has been finalized. There are some issues still with current smart schools, but that's nearly done. And um are there we still have some punch list items on playgrounds, believe it or not. Um and the Crosby PTO has raised funds for a new swing set that will fill the space that was left when the old playground was removed. Um Dylan is in still investigating the fleet replacement contracts and options

110to um for electric or hybrid replacements. We journed at 420. Questions for facilities. That brings us to legislative action. The legislative action committee met on May 21st and Dr. Panalino joined the committee to share his perspective on the history of the committee and to also weigh in on what he thought our priorities need to be for the upcoming year. So it won't surprise you to recognize that our priorities are going to be funding since we're concerned about that. He also um indicated that he would begin to share with us both uh Niscus and small B city school district information as they tend to be more aligned with what our challenges and needs are versus what NISPAS is. So um we will be doing that. Um the next thing we did was just to review our

111accomplishments for the year. As you know, we crafted a draft statement on pilot agreements which was neutral which was adopted by the board and we did a agree that uh going forward we would work with administration to be re able to respond to potential new pilots or whether they are actually from um county IDA or other sources so that we can provide appropriate school district uh feedback to the issues. Um there was no old business brought up and the new business that we discussed was in the actual charter that was adopted by the board. Um it said that the committee would meet monthly and the proposed change is that the committee meet at least six times per year and more often if there are any issues that it needs to address. And this would allow

112the committee more flexibility in their ability to address potential issues. And this mainly came up and Herb can chime in. Um because we recognize that because we want to start uh working on funding immediately, it's critical for us to start to meet with our state representatives um over the summer to start to address funding issues. So um with that, the committee did um adjourn uh the meeting did adjourn at 10:36 and We do have one remaining meeting which is June 18th at 9:30. So I guess I would like to we can either vote on the proposed change to the charter tonight. I can put it forth in a motion or we can wait till the next meeting. What I Why don't you put it forth tonight? Okay. report she does. One of the things we

113discussed was the disproportionality of small cities getting just the 2% the minimum. It was it's like it's almost aimed the small cities became not needy districts and it's us it's Middletown. It's Newberg. It's New Relle. It's Troy. I mean you go through all these districts and they're small city schools that got the minimal while all the other districts. The wealthier districts got more money. So that's part of why funding is what we're going to hammer or the committee will hammer next year. So are you going to uh Okay. Yes. So, I will um like to move that um we revise the charter um which currently states that the committee will meet monthly for the committee to meet a minimum of six times per year and more often if there are issues that the committee needs

114to address. Second. Any discussion on that? Mr. Fitzpatrick, did you Um, so I don't really understand why we would do less meeting. I don't necessarily think we would do less meetings, but it we there might be some months where we have two meetings. Like over the summer, I anticipate us having meetings in July and more than one meeting. Right now the charter currently states we will have one meeting on a monthly basis. It provides a little flexibility. Exactly. When particularly because there are deadlines for us to submit proposals or um regarding legislative action. So you and there's also deadlines if we're going to be responding potentially to potential pilot situations. So, it allows us more flexibility. That's all. It's I don't anticipate meeting less, just more flexibility in our meeting time. I guess the number

115of six is what reasons that I mean, if you if you're really just trying to change it to more flexibility for less than monthly. If you don't have to meet, right, then we shouldn't have to meet. I mean it's not like people don't have things to do to meet for the sake of meeting is I mean there were there were months that we had nothing to really to discuss. Um no one came with anything to the meeting and there were other months where we needed to we should have met more often probably and and that allows that flexibility. All in favor of the motion on the table regarding the charter for legislative action. Any opposed? One opposed. Thank you. Thank you. That brings us to the consent agenda. Are there any items on the consent

116agenda that trustees would like to have pulled? BOE 1551 P1 I'm sorry Mark P1 and Mrs. 54. So we have pulled BOE50, BOE 51, BOE 54 and P15. All right. If we could have a motion to accept the consent agenda minus those four items. So move. Any discussion on consent agenda? All in favor? I opposed. None opposed. So, let's take um BOE50. You take them together if you want, but they are basically or they're similar. We we still haven't had the press at the presentation at audit and finance. Did we move Oh, we got a motion. You need to move it before we talk. Sorry. We need a motion to discuss BOE 50 and 51. So move second. Now discussion. Mr. Lance, we we were holding up for a presentation from the city. We still

117have not had that presentation and I will vote no until I have that presentation and know how that affects all the taxpayers and I did reach out you talked about I'm sorry we did reach out on finance I was reach out to the city about about the information I did reach out I haven't heard back yet so I also have a meeting with America I'm going to bring up this one yeah I think that is the question what is the impact on the taxpayers um and we have a responsibility to know what that impact is. So, Mr. Fitzgerald, would you like to Patrick Patrick, I'm sorry. Um, I know you were concerned that last time you missed an opportunity to speak on that motion. We're on 50, right? Um, we we moved both 50 and

11851 as a block. As a block. Okay. Well, uh, so you have the similar but separate. One is a tax exemption for developers to create housing um multiple dwelling unit on vacant land. Um and the other one is a tax exemption for people who own their houses and who want to make capital improvements to take their one living space and they do. This is something that the housing crisis has exacerbated for our students who are displaced. Um, and the amount amount of housing that is available um makes a bad situation for anyone who's trying to find it. Um, these. Um, so BOE 51. Um, I don't I I can't imagine like anyone understanding this and and and thinking that there would be a impact to the finances of that much money. It should have been

119moved immediately long time ago. Obviously, do you know the impact on the taxpayers that it would make? So, I mean, I guess the way that it was explained to me is that um there wouldn't be an impact. This would actually as the exemption um go down um you know, you're going to be adding to the tax or you're going to be after the pilot goes away. Well, yeah. I mean, this is the exemption or sorry, not the pilot, the exemption, but the exemption. I don't know the answer for that. This is not a pilot. It's an exemption, right? It's an exemp it's a tax exemption on the property. So, there is, you know, open lot somewhere and uh, you know, they put multiple dwelling family unit on it that satisfies all the requirements of the

120tax um you know have on file. Then they get less money from the taxes that they got to pay on the thing that they built. Just to clarify though that I don't think that is correct. So, it's not about empty lots. Accessory dwelling units are on someone's property, but this is I mean, are you speaking on the multifamily? Yeah. Yeah, the multiple unit uh one is under four unit. Well, no, that's 10. It's got to be at least 10 that are affordable. I know if I'm voting on it tonight, I'm not. I'm willing to wait for the if we have to vote on this tonight, I will be no because I need to understand the shift of the tax to the rest of the taxpayers and how it will impact them. At least have some

121scenarios. I recognize how critical our housing crisis is. However, in order for me to support this type of resolution, I have to understand how we're shifting the tax burden to everybody else who is paying for more. Mrs. I agree. I I don't want um Mr. Fitzpatrick or the community to think that we're avoiding or not being transparent about something. It's just that we had agreed that we needed certain information from the city. We hadn't gotten that information. And I think it behooves us to have all the information we need to make a good decision. So I will be voting no. I think this entire board is very concerned about housing within this school district. There is no one that is that is not concerned about it and would like to do whatever we could. But

122our responsibility is not housing. Our responsibility is educating the children that may be in those houses. And if there's an exemption on taxes, then there's got to be a somebody's got to pick up that flag. And I think we need to know more about what the impact is before we make that decision. So we can Are you making that motion because that kills everything. I'm call for the vote. Are you making a motion to call the question though which ends discussion or just the discussion? I'm calling we just had discussion. I'm calling the question. You could just call the question and then that stops discussion for Robert's rule. So we will call I'm asking so does the spons. The person who wrote this, do you want to postpone or do you want us to vote

123on this? Are you asking if he wants the table? Motion to postpone to the next meeting. I would have to agree to that. Well, he's if he motions the table, the table needs a second. If the table doesn't get a second, then the question is called vote and the motion I'll see. I asked you if you made a motion to call the question. Yeah. Okay. Okay. So, we can vote. I think we should pull this vote. Okay. Mr. Spicer, why do all the hot dogs? I don't I don't know. You want me to go the other way? I vote no. Mr. Ryder, I'm going to vote yes because I don't like the way. Mrs. Jordan, no. Mr. Lamb, no. Mr. Fitzpatrick, yes. Miss Fitzgerald, Miss Corson, no. Dr. Collins, Miss Anderson, no. So that gives

124us the right to know what are the members of I have the right to anyone has the right to two two yeses five nos sorry two exceptions motion does not carry but it doesn't mean it can't be on the agenda again, right? Yes. And hopefully hopefully we'll hopefully we will get the information that we're looking for and and then we can take an action. All right. We have to go back to P 115. There's BOE 54, too. Oh, BOE54. We'll do that first. Okay. We need a motion. Second discussion. I just had a question. Um, is this the secondary school? Yes. Okay. Any other discussion? Any questions for Dr. Pedaling regarding that? All in favor of DOE 54. I Any opposed? Okay, that brings us to P 115. I'll make a motion discussion. The reason

125why I pulled this out of consent, I we should acknowledge the hard work of all of our our professionals who sign up to coach. Um, but I wanted to single one person out who will hate that I did this, but I was told that he didn't ask to do this too and was asked to take on the diversity head coach position. So, uh, I wanted to thank Mr. Reinhardt for stepping up and also let you know that I will be there Monday morning quarter, you know, armchair quarterbacking, you know, depending on how things All in favor of P115. Any opposed? P15 passes. Congratulations, Mr. Reinhardt. Coach, I can say congratulations, Coach. You wouldn't let me say it. We do have a couple of donations. Uh, yes. The board of education of the Kingston City School

126District hereby accepts with grateful appreciation the following generous donation to Chambers Elementary School Library from Chambers School PTA two books and to Ernesty Meyer Elementary School cash donations from Ox Tops for Education of $10.90 from Upstate Images fromund for $199. 945 from Meyer PTA for $47855 uh totaling $688.90. So, thank you everyone for your generous donations. Thank you. That brings us to old business. We do have one um resolution in old business and I think for the sake of the public I will read this um BOE56 interested agency. Be it resolved that the board hereby declares its intent to be designated as an interested agency by the lead agency, Town of Olter, New York, regarding a proposed 250 matt lithium ion battery facility at the former Coleman High School plate in the town of Olter,

127so as to enable the board to timely express its concern regarding potential toxicity, fire, and explosion hazards presented by such plant as well as to actively be consulted in all phases of the secret process regarding said project. Second discussion. Mr. lab. I'm not against the project as far as the what it stands for and what it does, but I feel that I'm concerned that it's as close as it is to three of our buildings. And if it burns, if it whatever, our students and our staff are at risk. And I I I think that's something that we need to know and we need to address. Dr. Collins, I just wanted to clarify that this um resolution is a consequence of discussion around the difference between being an involved agency and an interested agency. Um and

128we cannot we do not qualify as an involved agency. We have no financial in the land itself. um and therefore being an interested agency as I understand it means that we don't have any leverage or say but can can respond and also seek information that's related to this project um as it relates to our student health and wellbeing which is a primary concern. I I'm in favor of being an interested agency um recognizing that it limits you know we have limited influence in this capacity but I think it's an important role that we should be playing okay thank you limited legal influence over what we can make our voice heard and and understand try our best to understand what the real consequences Any other comments? Yes, this is important to note we are not taking

129a stand on the project. We are simp simply throwing in our hat to be an interested agency in getting information as the process unfolds. All in favor of BOE56. I. Any opposed? So B6 is approved. New business. Any new business? Second. Public comment. Anyone to address the board from the public? Any board member announcements? Mr. Lamb. Just very quickly, the pride of our music department and our scores at NISMA have been wonderful. And um wind ensemble this morning was like nothing I've ever heard at any high school. Our choir did extremely well and the rest of our performing groups are doing just as well. So I thank the teachers and the students for that. Orchestra. Yes. Thank I don't know if we have any um um announcements about upcoming events that we that the board

130should be aware of. Um we're we're in a little bit of an in between, right? So we don't have backward like our our class 2025 stuff for a couple weeks. We do you and I tomorrow have the academic awards both second awards and Friday night is the prom and then Um but yeah, we also all all the events are also posted up on the website. Okay. If there are no other announcements, we can get a motion to adjourn and a second and a motion. Member request.